PUST AP LITERATURE AND COMPOSITION

Friday, February 24, 2017

AGENDA 2/24

Film Notes for Standard Deviants' Hamlet introduction

Watch:
Section A: The Plot of Hamlet
Section B: Mystery
Section C: Hamlet's Character
Section D: Philosophy
Section E: Revenge
Posted by Jennifer Pust at 2:59 PM
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PARENTS' CORNER

Parent Homework (Optional)

Donation requests:
college-ruled notebook paper
blue or black ink pens
highlighters (esp. a multi-color set)
Kleenex
post-its (esp. small size)


LETTERS OF RECOMMENDATION

Dear Seniors in the Class of 2017,

Please complete this Letter of Recommendation Request Form and email your answers to me. I do not need your Brag Sheet. I will notify you within a week of receiving your request as to whether I will be able to write your letters in time to meet your deadlines. Thanks and good luck!

CONTACT INFORMATION

Mrs. Jennifer Pust
Santa Monica High School
Room H125
(310) 395-3204 ext. 71190
jpust@smmusd.org

Hechinger Ed Blog in which I was featured
Thank you to everyone who has helped support my family this past year as I've been battling breast cancer. I am grateful to everyone who has reached out through email and social media to wish me well, and I hope to be pronounced in remission soon. In the meanwhile, I'm excited to be back and teaching!

HELPFUL RESOURCES FOR LITERARY STUDY

Chapter Index for Thomas Foster's How to Read Literature Like a Professor

Glossary of Literary Terms

Vocabulary.com for learning new words

INDEPENDENT READING

List of titles you can fall in love with and study deeply: see me for particular recommendations and/or titles to avoid (because we'll be studying them together)

About Me

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Jennifer Pust
I have taught various grade levels of English for the past sixteen years, and spent five of those years teaching in San Diego. Currently I'm teaching 12th grade AP English: Literature and Composition, and 11th grade AP English: Language and Composition at Santa Monica High School.
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THANK YOU!!!

Our DonorsChoose project to raise funds for copies of 100 Years of Solitude for my classroom has been fully funded. Thanks to all of you who contributed and gave your support! Visit my teacher page on DonorsChoose to learn more and contribute to future projects. My students and I thank you!

Blog Archive

  • ▼  2017 (21)
    • ►  May (1)
    • ►  March (4)
    • ▼  February (10)
      • AGENDA 2/28
      • AGENDA 2/27
      • AGENDA 2/24
      • AGENDA 2/23
      • AGENDA 2/21
      • AGENDA 2/17
      • AGENDA 2/13
      • AGENDA 2/8
      • AGENDA 2/2
      • AGENDA 2/1
    • ►  January (6)
  • ►  2016 (43)
    • ►  December (4)
    • ►  November (5)
    • ►  October (4)
    • ►  September (12)
    • ►  August (5)
    • ►  March (1)
    • ►  February (2)
    • ►  January (10)
  • ►  2015 (64)
    • ►  December (2)
    • ►  November (5)
    • ►  October (4)
    • ►  September (16)
    • ►  August (8)
    • ►  May (4)
    • ►  April (2)
    • ►  March (2)
    • ►  February (11)
    • ►  January (10)
  • ►  2014 (33)
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    • ►  October (12)
    • ►  September (3)
    • ►  August (8)

READING JOURNAL ENTRIES 2014-2015

2014-2015 SPRING ENTRIES:
#1 Character Chart for A Tale of Two Cities
#2 Notes for Thesis statement--prepping Open Question using A Tale of Two Cities
#3 Poetry notes for two of your poems by your chosen poet (could be TPS-FAST or something less formal, as long as it's thoughtful)
#4 Butterflies Are Free Ind Rdg journal A1, A2, and option
#5 Character Poem draft -- choose a character and write a poem either from that character's perspective or about that character (draft in journal; revise for bulletin-board worthy turn-in)
#6 Style imitation paragraph--mimic an opening paragraph from a chapter of Tale
#7 Fernanda's rant from 100 Years 323-325:
Directions: Reread Fernanda’s rant (100 Years of Solitude, pages 323-325). Reread the passage carefully. Then write an essay in which you analyze the method(s) Marquez uses to characterize Fernanda, her place in the family, and her subsequent location in the novel's implied historical timeline. Avoid plot summary and be sure to address the larger meaning of the work as a whole. You’ll only earn full credit for three or more thoughtful, detailed paragraphs that support the argument and address the prompt.

#8 Three outlines for the Open Question practice
#9 Sci Fi Notes & Tropes
#10: Journal response for one of the science fiction stories
#11: Journal response for one of the science fiction stories

FALL ENTRIES:
#1: Response to Every Day
#2: Thoughtful Questions from The Bible
#3: Christ Figure (in-class timed mini-essay)
#4: Ind Rdg 1/4 A1, A2, and Option
#5: Ind Rdg 2/4 A1, A2, and Option
#6.1/6.2: Candide essay prewriting (handout)
#7: Ind Rdg 3/4 A1, A2, and Option
#8: Ind Rdg 4/4 A1, A2, and Option
#9: The School for Scandal: A1, A2/Option H (glossary entry) for irony, epigram, antithesis, euphemism, zeugma, hyperbole, or pun
#10: The School for Scandal: Modernize Act II, scene ii, lines 1-76 of the play--you can "chunk" this and only do parts so long as you retain the flavor of the scene
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